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Based on space and design considerations, the editors made decisions with regard to author listings on the Table of Content pages. If there are one or two authors for the session, all names are listed. If there are three or more authors for the session, the first author and et al. are listed. On individual session pages names, affiliations, and contact information is provided for every author in the session. We are sorry for having to limit the number of author names on the Table of Contents pages.
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Faculty reflections on international service-learning (Arends)
Faculty engaged scholars: Evaluation of a competency-based approach to faculty development (Blanchard)
Exploring, expanding and integrating connected knowing in design and planning: The erasing boundaries project (Bose et al.)
Crime Stoppers: A national approach (DeWitt)
Disciplinary variations in faculty expressions of publicly engaged scholarship during promotion and tenure (Doberneck & Schweitzer)
Cross-institutional strategies for promoting an engaged professorate (Donnelli-Sallee & Mace)
Riffing on a theme: Faculty involvement in a theme-based service-learning network (Harrison)
Framing a theory-grounded research agenda related to faculty (Hatcher et al.)
Faculty engagement in service-learning in a faith-based university: Motivators and deterrents (Hutchinson et al.)
Connecting art and community through service-learning (Law)
The impact of targeted faculty and graduate assistant development on student outcomes in service-learning classes (Molee et al.)
The role of collaborative inquiry in developing engaged faculty (Purcell)
An academic bildungsroman: Faculty development in transitional spaces (Schwab)
From rigorous preparation to reflexive practice to reflective publication for undergraduates: Ethics, practices and protocols for community-based engagement and research in international settings (Swap et al.)
Faculty transformation through service learning implementation (Theriot et al.)
Current and cutting edge research on academe’s community-engaged scholars (Ward et al.)
Faculty experiences with adult learners in service-learning: A study and a guide (Wittman & Buglione)
Based on space and design considerations, the editors made decisions with regard to author listings on the Table of Content pages. If there are one or two authors for the session, all names are listed. If there are three or more authors for the session, the first author and et al. are listed. On individual session pages names, affiliations, and contact information is provided for every author in the session. We are sorry for having to limit the number of author names on the Table of Contents pages.
Please give us feedback about the Proceeding. Complete this short survey.
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